Error Correction in the Foreign Language Classroom

Pawlak, Mirosław

doi:10.1007/978-3-642-38436-3

Cited by 83 publications

(79 citation statements)

References 263 publications

(700 reference statements)

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“…At the same time, successful development of speaking skills poses a major challenge, particularly in situations in which learners have scant access to the target language (TL) outside the classroom (Majer, 2003;Ortega, 2007;Pawlak, 2004Pawlak, , 2006Pawlak, , 2014, which, despite all the technological advances, is still the case in most foreign language contexts. The difficulty involved in developing speaking skills in the TL has been stressed by many specialists in the area of second language acquisition.…”

Section: Introductionmentioning

confidence: 99%

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Pawlak¹

2018

SSLLT

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Although the ability to speak is usually seen as a key manifestation of learners' ability in the target language they are attempting to master, research has not given ample attention to strategies that can be employed to enhance this skill. In fact, the bulk of such empirical investigations has mainly focused on communication strategies that are reactive devices, predominantly used to overcome difficulties in successful conveyance of meanings and messages, and even this line of inquiry has been neglected in recent years. The study reported in this paper aims to partially bridge this gap by examining the speaking strategies that advanced learners of English used in the performance of two communicative tasks, differing in the extent to which the participants were required to make a contribution to their successful completion. The data collected by means of open-ended questionnaires that were administered immediately after the completion of the two tasks yielded crucial insights into the nature of the speaking strategies and the ways in which the communicative goals inherent in task type influenced the choice of speaking strategies.

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Section: Introductionmentioning

confidence: 99%

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Pawlak¹

2018

SSLLT

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“…These studies largely investigate focused correction or are limited to one linguistic feature (Pawlak 2014). However, analyses reveal a considerable variation of teacher-and learner-related, psycholinguistic as well as linguistic factors (Goldstein 2008), which means that feedback is a complex research issue.…”

Section: Introductionmentioning

confidence: 99%

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Jakobson¹

2015

Apples

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“…We showed that a highly controlled practice activity generally requires more error correction than one where the focus is oral fluency. By contrast, things were more complex in meaning-oriented contexts as there were many selections for repair by the teachers (Nassaji, 2015;Pawlak, 2014).…”

Section: Resultsmentioning

confidence: 99%

Organizational Patterns of English Language Teachers’ Repair Practices

Mozaffari

Allami

2017

IJAL

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Despite the abundance of research on teachers' repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers' organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video-and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaningoriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers' awareness of the role of repair organization in facilitating learning opportunities and for teachers' professional development.

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Error Correction in the Foreign Language Classroom

Cited by 83 publications

References 263 publications

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Organizational Patterns of English Language Teachers’ Repair Practices

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